instructor workshop training revised...iii.'workshop'...
TRANSCRIPT
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Instructor))Workshop)Training)
How to plan and conduct writing workshops in any class
Agenda'for'Today'
I. Definition and Goal II. Topics and Timing III. Structure and Activities IV. Tips V. Workshop Alternatives
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I.'Definition'and'Goal'What workshops are and why we do them
WORKSHOP: a lesson designed to address a specific skill or step of the writing process in the context of a particular assignment GOAL: make better writers and teachers of writing--not improve student performance on a particular assignment
II.'Workshop'Topics'and'Timing'
How to target instruction and time it strategically
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Selecting'a'Topic'
O Pick a specific writing skill or step of the writing process.
O Select a topic with which most students need help.
Sample'Workshop'Topics'
Probably Too Broad
Just Right
O The writing process O Grammar
O Outlining O Intro and Thesis O Coherence/Cohesion O Peer Review O Incorporating
feedback
O Thesis statements O Comma usage
Probably Too Narrow
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Strategic'Timing'Timing Tips: Why it matters:
O Use student writing—not generic samples. O Students come with questions and leave able to apply learning. O Students put more effort into a revision that counts.
O Integrate workshops into an existing assignment. O Schedule when students have just finished that step of the process. O Leave time to revise and resubmit.
Sample'Timeline'for'MWF'O Wednesday:
Some (or all) students submit a draft to you early.
O Wednesday-Friday: Look over early submissions, choose samples, and develop questions. Design handouts/activities.
O Monday: All students bring drafts to class and the workshop takes place. You model the skill or process using the early submissions, and then students analyze their own drafts or a classmate’s.
O Wednesday or Friday: All students turn in a revision based on Monday’s workshop.
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III.'Workshop'Structure'and'Activities'
How to design instruction
Recommended'Workshop'Structure/Steps' 1. Provide General Background on Topic 2. Review Assignment Guidelines 3. Analyze Student Samples as a Class
4. Have Students Analyze Drafts 5. Assess Learning
Note: All steps do not have to happen the same day. But, if they do, they last 50-70 minutes.
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Additional'Activities''for'Analysis''(Independent'or'Peer)' Students could also: O Consider or create sample revisions O Create outlines of passages (traditional
or descriptive) O Use checklists to note presence/absence
of concrete writing features
IV.'Other'Tips'
Guiding principles to keep in mind
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Other'Tips'O Emphasize process over product
O Go for depth over breadth
O Choose quality over quantity
O Consider how student priorities might
change over the semester
V.'Workshop'Alternatives'and'Complements'
What to do instead of or in addition to workshops
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Workshop''Alternatives'and''Complements'O Conferences with the instructor O Revision and resubmission
(possibly contingent on tutoring) O Recommended or required tutorials for a
whole class O Tutor feedback on assignment design O Tutors to assist with group work